Clinical Psychology, Fu Jen Catholic University, New Taipei City, Taiwan, ROC.
Med Teach. 2013;35(2):e935-42. doi: 10.3109/0142159X.2012.714883. Epub 2012 Sep 3.
Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics.
To explore the process of PBL tutorial small groups, focusing on the tutors' actual behavior in facilitating group dynamics.
Eight experienced tutors from various departments in medical colleges participated in this research. Forty tutorial group sessions were videotaped. Among the 636 tutorial intervention episodes, 142 of them were associated with facilitating group dynamics. Tutors interventions as well as their recalls were transcribed verbatim. Qualitative research methods were utilized to analyze the data.
There were 10 tutorial group dynamic situations and 48 tutorial skills. Analysis of the tutors' intentions employing these skills in the 10 situations showed that tutors were trying to achieve the following aims: (1) iteration of PBL principles, (2) delegation of responsibility to the students, (3) creation of a good discussion forum, and (4) the generation of a good learning atmosphere.
Results from this study provide PBL tutors with a practical frame of reference on group dynamic facilitating skills and stimulate further research on this topic.
基于问题的学习（PBL）辅导以小组形式进行，而小组学习的成功需要良好的小组引导技巧。目前缺乏关于导师在引导小组动态方面实际运用的技能的研究。
探索 PBL 辅导小组的过程，重点关注导师在促进小组动态方面的实际行为。
本研究邀请了来自医学院不同系的 8 名经验丰富的导师参与。录制了 40 个辅导小组的视频。在 636 个辅导干预事件中，有 142 个与促进小组动态有关。导师的干预措施及其回忆被逐字转录。采用定性研究方法对数据进行分析。
有 10 种小组动态情况和 48 种辅导技巧。对导师在这 10 种情况下运用这些技能的意图进行分析表明，导师试图实现以下目标：（1）迭代 PBL 原则，（2）将责任下放给学生，（3）创建良好的讨论论坛，（4）营造良好的学习氛围。
本研究结果为 PBL 导师提供了关于小组动态促进技能的实用参考框架，并激发了对此主题的进一步研究。
